Transcript Highlights:

• grade level in math.
• level by third grade.
• level by third grade.
• As one teacher told me who is teaching first grade, she said to me, she said, how am I supposed to teach
• It's a first step. And I think... This is a first step. It's a first step.

Summary: The House convened with a quorum present, heard an invocation and pledges, received Senate messages, and adopted several procedural motions allowing committees to meet during the session and postponing or scheduling certain committee hearings. Members also observed a memorial recognition for Wood County Deputy Sheriff Melissa Pollard, who died in the line of duty, and adopted a resolution honoring her service. The chamber then adopted House Resolution 897 recognizing May 6, 2025 as Golf Day in Texas and House Resolution 1063 recognizing Dallas Housing Coalition Advocacy Day; additional recognitions highlighted Mental Health Awareness Month and tardive dyskinesia awareness, The Woodlands’ 50th anniversary, Alzheimer’s advocacy, student athlete Gator Young, an intern in Rep. Leo-Wilson’s office, and educator Jessica Lopez. The House spent much of the day on third-reading consideration of a long calendar of bills. Among the measures passed were HB 24 on zoning protest procedures, HB 3800 creating a health care workforce advisory board, HB 42 on higher education appropriations, HB 129 restricting contracts with foreign adversary companies, HB 677 on county elections administrator political activity, HB 668 on license-to-carry renewal procedures, HB 2128 directing a rural firefighting study, HB 2038 expanding physician licensing options, HB 2316 on election result reporting, HB 3686 on retired peace officer ID cards, HB 2563 creating a prescribed burn manager self-insurance pool, HB 1160 increasing penalties for assaults on utility workers, HB 3883 on major events funding, HB 2788 protecting fraud-detection information, HB 2663 on inactive well plugging extensions, HB 3305 extending a county health provider participation program, HB 3474 on pension reporting, HB 1105 expanding tuition exemptions for certain paramedics, HB 3490 on closed meetings with internal auditors, HB 3597 on child care facility notice thresholds, HB 1295 on health literacy planning, HB 3512 on AI training for government employees, HB 3783 on court-ordered counseling, HB 2017 on intoxication manslaughter penalties, HB 3010 on rural disaster recovery, HB 3112 on cybersecurity-related public information and meetings, HB 4215 on delivery network companies, HB 3223 on construction claims limitation periods, HB 3464 on controlled substances in correctional facilities, HB 3120 on residential child detention facilities, HB 4214 on public information, HB 481 on trade secret sealing, HB 4783 on opioid antagonist program reporting, HB 4063 on unilateral memoranda of contract, HB 2783 on county employee deferred compensation, HB 5085 on seed banks, HB 2510 on assisted living facility operations, HB 3426 on digital driver’s licenses, HB 4361 on emergency notifications at higher education institutions, HB 1169 on oil and gas infrastructure protection, HB 2516 on Medicare supplement eligibility for Texans under 65, HB 3560 on hospital staff background checks, HB 3860 on occupational licenses for inmates, HB 3146 on SOAH hearings, HB 184 on loan repayment for border prosecution attorneys, HB 198 on firefighter cancer screenings, HB 247 on border security infrastructure taxation, HB 367 on excused absences for students with severe illnesses, HB 449 on deepfake sexually explicit images, HB 1778 on human trafficking and related offenses, HB 514 on maternal health workforce outreach, HB 632 on pharmacy regulation, HB 2582 on victim parole information, HB 766 on precinct chair ballot applications, HB 2715 on suspension/removal of officials, HB 2712 on water and sewer utility test years, HB 3069 on transmission projects, HB 3505 on health provider participation districts, HB 1269 on plant disease and pest prevention grants, HB 4224 on access to health care records, HB 5032 on historical documents in the Capitol complex, HB 2240 on void marriages, HB 5180 on diploma designation, HB 3348 on health provider participation programs, HB 4668 on PUC authority to retain assistance, HB 4665 on child care training providers, HB 3395 on beneficiary designation for manufactured homes, HB 3157 on interim electric utility rates, HB 4395 on electronic submission of public securities records, HB 4325 on bribery civil penalties, HB 4386 on annuity replacement transactions, HB 4273 on Medicaid fraud-related unlawful acts, HB 2760 on judicial review of unemployment decisions, HB 2820 on charitable bingo operating capital, HB 1828 on legislative leave for correctional officers, and a series of Senate bills including SB 2349, SB 1268, SB 610, SB 1577, SB 1369, SB 2032, SB 1057, SB 1044, SB 922, SB 1759, SB 1143, SB 1506, SB 1403, SB 2361, SB 870, SB 372, and SB 72. Several bills drew debate or amendments, including HB 24, where a germane point of order was sustained against an amendment, and HB 198, HB 3348, and SB 2361, which were amended before passage. Most measures passed by wide margins, though some drew notable opposition, including HB 3883, HB 514, HB 1295, HB 184, SB 1143, and others. The House also postponed further consideration of HB 4700 until the end of the day and HB 24 until 1 p.m., and it granted permission for committees to meet during the House session and for the Calendars Committee to meet that morning.

Transcript Highlights:

• That is going to go first because Representative Vincent is here kind of.
• All right, so first and foremost, you have to take the attendance.
• , and the moisture content of the timber at the time of grading.
• Thank you go ahead first. You got it.
• So we'll do the room first. Would you like to speak in support?

Transcript Highlights:

• First up on our agenda today is Senate Bill 1339.
• First-year post-secondary students, a.k.a. college freshmen.
• For their intended grade-level classes.
• That's what the line was designed for, K through third grade.
• That's what the line was designed for, K through third grade.

Summary: The committee first heard Senate Bill 1339 from Sen. Dave Lent, who described it as an education accountability and modernization measure that shifts schools away from compliance-driven reporting toward locally set, measurable student-outcome goals. He said the bill would reduce unnecessary reporting, provide a three-year support and intervention cycle for struggling schools, and recognize excellence while preserving local control. Victoria Young testified in opposition, arguing the bill echoed No Child Left Behind-style accountability and could unfairly single out schools, while Quinn Perry of the Idaho School Boards Association supported the bill but raised a limited concern about intervention language that could affect local authority over calendars or budgets. The committee then took up House Bill 516, a cleanup bill related to last year’s prohibition on classroom instruction about sexual orientation and gender identity. Rep. Dale Hawkins and Doug Taylor said the bill simply removes leftover “age appropriate/developmentally appropriate” language from the prior law, arguing that the K-12 prohibition is already absolute and the extra phrase creates confusion and legal uncertainty. Opponents, including Mary Brown, Jean Henscheide, Scaruleen, Nissa Nagle, and Jeffrey Watkins, argued the change would eliminate age-appropriate instruction, parental choice, and classroom discussion of relevant history, literature, and current events, and could chill instruction affecting LGBTQ students and broader education. Supporters, including Grace Howitt of the Idaho Family Policy Center, said districts had not consistently implemented the prior law and that the bill would better protect parents and prevent what they described as inappropriate gender instruction. Committee members pressed witnesses on whether the bill conflicted with existing Idaho Code, especially the older family-life and sex-education statute that leaves policy decisions to local school boards, and whether removing the phrase could create unintended effects on teaching topics like puberty, Supreme Court cases, or literature. After debate, Sen. Nichols moved to send HB 516 to the floor with a do-pass recommendation, but Sen. Burtenshaw offered an alternate motion to hold the bill at the call of the chair. The committee adopted the motion to hold HB 516 at the call of the chair, so no floor recommendation was issued.

Transcript Highlights:

• First grade was great. Kindergarten was great. Second grade was great.
• That's my first B in second grade. Good. I have done... there at Our Lady of Fatima.
• That's my first B in second grade. Good. I have done. Good. I have two brothers, Molo and Pram.
• was in the first grade.
• was in the first grade.

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• Well, first of all, I'll just say that if there is a...
• I first want to give you a little background about myself, and the first thing I wanted to tell you is
• I decided after the first summer that I wanted to be an educator.
• Students in eighth grade from taking Algebra 1.
• So when you guys first came on the board, when all three of you first came on the board, math was at

Summary: The committee first approved several governor’s appointments not required to appear, including Arthur Krantz to the Public Employment Relations Board and Christopher Ferguson, Brian Haynes, Anna Marie de Mars, and Ronald Fiore to the Student Aid or Student Athletic commissions, all by unanimous 5-0 votes. It also approved references of bills to committees by a 5-0 vote. The committee then heard from Julia Montgomery, nominated for a third term as General Counsel of the Agricultural Labor Relations Board, who described her work on farmworker rights, outreach, and enforcement of labor protections. Members questioned Montgomery closely about card-check unionization procedures, signature authenticity, outreach to Spanish-speaking and indigenous-language farmworkers, make-whole enforcement delays, and a long-running Tri-Fanucchi farm case. Montgomery said objections and unfair labor practice charges can be investigated, that signature verification is handled by board staff rather than her office, and that delays often stem from appeals, difficulty locating workers, employer obstruction, and court backlogs. Vice Chair Grove voted no, while Senators Laird and Reyes supported the nomination; the committee advanced Montgomery to the full Senate on a 3-2 vote. The committee then considered three State Board of Education appointments: Cynthia Glover Woods, Brenda Lewis, and Gabriela Orozco Gonzalez. In opening statements, all three emphasized long careers in public education and support for students, teachers, and families. Questions focused on math achievement, the 2023 math framework and access to Algebra I in middle school, transitional kindergarten, community schools, and the effectiveness of education spending. The nominees said the framework still allows ready eighth graders to take Algebra I, pointed to new instructional materials, professional learning, TK expansion, and community schools as key improvements, and said they had not been involved in the governor’s proposed education governance changes. Public witnesses and education groups testified in strong support. The committee advanced Glover Woods 3-1, Lewis 4-1, and Gonzalez 3-1 to the full Senate.

Transcript Highlights:

• span, with adjustments that increase the base grants for grades K-3 by 10.4% of the base rate, and grades
• Going forward, first to Finance and then to the LAO.
• students for TK, so grades TK through 3 would be receiving that grade span adjustment.
• eighth grade, with improvements in fourth grade math.
• discuss there, and pros and cons in that context, but they have a second adult in every kindergarten and first-grade

Keywords: 988, house, all

Transcript Highlights:

• math and in fourth grade reading.
• How high we are in the state in fourth grade math and in fourth grade reading.
• No kindergartner, first grader is deciding this is what I want to do for a living at that First grader
• I thought, you know, first through fifth grade, they really need to be working on math, you know, that
• From 2019, when we pushed to create the first literacy commission, to the recent reforms—third grade

Bills: HB28, HB50, HB196, HB268, HB271, HB285, HB316, HB649, HB807

Keywords: teacher certification, certification appeals, BESE, State Board of Elementary and Secondary Education, Teacher Certification Appeals Council, educator licensure, teaching license, teacher licensure, appeals process, certification denial, administrative appeal, special meeting, board president, retroactive application, education board, Louisiana teachers, Department of Education, statutory entities, re-creation, termination date

Transcript Highlights:

• The first one is that there are not a thousand vendors in this space.
• The value in the Read by Grade 3 assessment happens...
• Can you explain that, first of all? Do you see where I'm talking about?
• by Grade 3 laws, so there's sort of no alignment there.
• Teaching guide to improve phonemic awareness in a first grader.

Bills: AB386

Keywords: AB386, Washoe County School District, reading assessment, literacy, elementary school, pupil assessment, statewide assessment, alternative assessment, reading proficiency, standards-based testing, valid and reliable test, State Board of Education, Department of Education, pilot program, school testing, assessment equivalency, education grant, Nevada education, NRS 388.157, school accountability

Transcript Highlights:

• After struggling during his first semester, his case now faces potential closure or delay based on grade
• First grade was great. Kindergarten was great. Second grade was great.
• That's my first B in second grade. Good. I have done. I have two brothers, Molo and Pram.
• was in the first grade.
• was in the first grade.

Keywords: 974, senate, all

Transcript Highlights:

• My little sister is in eighth grade.
• An A letter grade, the bill says that any student that gets an A letter grade in math has to buy. an
• a letter grade the bill says that any student that gets an a letter grade in math has to automatically
• First, it helps to know why Arizona has certificates of educational convenience in the first place.
• First, it helps to know why Arizona has certificates of educational convenience in the first place.

Bills: HB2093, HB2370, HB2376, HB2380, HB2381, HB2383, HB2423, HB2481, HB2621, HB2895, HB4005, HB4043, HB4109

Keywords: mental health, school curriculum, education policy, instruction requirements, statute repeal, charter schools, education, weapons detection, public safety, school administration, school districts, real estate transactions, school property, bond issuance, land use approval, capital improvements, school governance, board meetings, education funding, parental notification

Transcript Highlights:

• That's above my pay grade.
• Fourth-grade test items are tougher than the third-grade items.
• Because you don't compare third grade to third grade to see how kids do.
• You compare third grade to fourth grade.
• grade or that third grade cohort moving into fourth grade.

Keywords: 908, all

Transcript Highlights:

• First up on our agenda today is Senate Bill 1339.
• First-year post-secondary students, a.k.a. college freshmen.
• That's what the line was designed for, K through third grade.
• That's what the line was designed for, K through third grade.
• That's what this was designed to stop in the first place.

Keywords: 989, all

Summary: The committee first heard Senate Bill 1339, sponsored by Senator Dave Lent, which would replace the existing continuous improvement plan with a more locally driven, results-focused accountability system for public schools. Lent said the bill is intended to reduce reporting burdens, emphasize measurable student outcomes, reward excellence, and provide escalating support for schools that struggle over a three-year review cycle. Support came from the Idaho School Boards Association, which said the bill aligns accountability with local priorities, though it raised a small concern about possible limits on local authority over calendars and budgets. One witness opposed the bill, arguing it repeats the flawed logic of No Child Left Behind and overemphasizes outcomes while ignoring inputs and broader school improvement processes. The committee voted to send SB 1339 to the floor with a due pass recommendation. The committee then took up House Bill 516, a cleanup bill related to last year’s law restricting classroom instruction on sexual orientation and gender identity. The sponsor and bill drafters said the measure simply removes an “age appropriate or developmentally appropriate” phrase that was left in by mistake when the law was expanded from K-3 to K-12, and that the change is meant to clarify that the prohibition is absolute. Several opponents argued the removal would eliminate useful age-appropriate instruction, create confusion for teachers, and potentially affect classroom discussion of literature, history, and current events involving LGBTQ people. Supporters, including Idaho Family Policy Center, said the bill is needed because districts have not consistently adopted policies and that schools should not provide such instruction. After extended discussion about possible conflicts with existing code and the scope of the prohibition, the committee initially considered a due pass motion but then adopted a substitute motion to hold HB 516 at the call of the chair.

Transcript Highlights:

• What we mean by that is if one grade is implementing this in the same school but another grade isn't,
• The first piece in regards to timeline is that everything has to happen so quickly in the first year
• This does restrict it to grades 10 through 12, so I don't have that grade level breakdown.
• So again, an early screener for students in the first couple of grades, right?
• First grade, second grade. Find out if they're struggling in math and literacy.

Transcript Highlights:

• So it proposes to increase the factor for both 6th grade and grades 7 through 12.
• Currently, as you saw earlier, that was 1.045 for 6th grade and 1.2 For grades 7 through 12, this would
• The dotted line represents New Mexico's 4th grade and 8th grade students.
• Grade students who couldn't read.
• The first...

Transcript Highlights:

• Having those credits done early in 11th grade... By my first year, I felt more prepared and ahead.
• Fourth-grade test items are tougher than the third-grade items.
• Because you don't compare third grade to third grade to see how kids do.
• You compare third grade to fourth grade.
• grade or that third grade cohort moving into fourth grade.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• three who are reading below grade level.
• The first one is identified as MOET 518.
• The first one is identified as MOET 518.
• students in grade 4 were not reading at grade level. 40 percent of our students in grade 4 were not
• reading at grade level.

Summary: The House Education Committee first briefed several bills and amendments before going into caucus, then returned for executive action. House Bill 1295, on comprehensive literacy programs, was amended to require aligned literacy curricula and reporting, with one proposed substitute withdrawn and several amendments debated; the committee rejected amendments that would have added implementation deadlines and reporting, adopted an amendment requiring a 2032 OSPI report on literacy outcomes, and advanced the bill with a do pass recommendation. House Bill 2262, which adds cursive signature instruction to mandatory high school civics and requires election-related reporting on signature mismatches, was amended to recognize culturally specific signatures, include historical context about marginalized communities, remove a graduation-credit condition, and drop State Board monitoring language; the committee rejected a null-and-void amendment and advanced the bill. House Bill 2551, allowing certain school districts to sell real property with superintendent authorization, was debated as a fiscal flexibility measure and passed out of committee on a 10-4 vote. The committee also considered House Bill 2593 on school district fund balances and monthly financial reporting. A proposed substitute shifted the bill away from mandatory minimum fund balances toward formal financial monitoring for districts below required levels, technical assistance from OSPI, and possible withholding of apportionment payments for reporting failures; an amendment removed the withholding provision, and the substitute bill was then advanced with a do pass recommendation. House Bill 2594, establishing state-based protections for homeless students and aligning state requirements with McKinney-Vento, received a technical amendment to avoid duplicative provisions and was reported out unanimously. House Bill 2636, creating a Public Education Performance Operations and Funding Review Commission, was substantially revised into a Public Education Review Advisory Council that would work with JLARC to review education policy requirements and funding; a null-and-void amendment failed, and the committee advanced the substitute bill unanimously. Throughout the meeting, sponsors and members emphasized literacy improvement, student access, district fiscal stability, and reducing or reviewing unfunded mandates. Several members spoke in support of the bills as tools to improve outcomes or provide flexibility, while others raised concerns about mandates, reporting burdens, and the practicality of implementation. Final actions included multiple do pass recommendations, with recorded votes on HB 2551, HB 2593, HB 2594, and HB 2636, and unanimous or near-unanimous support on the other measures after amendment debate.

Transcript Highlights:

• My little sister's in eighth grade.
• An A letter grade, the bill says that any student that gets an A letter grade in math has to be...
• An A letter grade, the bill says that any student that gets an A letter grade in math has to automatically
• That would mean that a student that gets an A in seventh grade math would be skipping eighth grade math
• First, it helps to know why Arizona has certificates of educational convenience in the first place.

Summary: The committee first considered the executive nomination of John Snyder to the State Board for Charter Schools. Snyder described his background in municipal finance, charter school financings, and prior service with Arizona charter school organizations, and said his finance experience would help the board evaluate school viability and oversight. The committee voted 6-0 with one not voting to recommend his confirmation to the full Senate. The committee then heard HB 2093, which would remove the statutory requirement that health education include mental health instruction and would repeal related consultation requirements over time. The sponsor argued schools should focus on academics and that social-emotional learning and mental health content belong with parents, while opponents, including students, a suicide-loss parent, and mental health advocates, said school-based instruction saves lives, helps students seek help, and preserves parental choice through opt-out provisions. After debate, the committee voted 4-3 to give HB 2093 a do pass recommendation. Members also considered HB 4043, requiring at least one campus employee trained in CPR, first aid, and AED use where applicable; HB 4005, requiring districts to teach ethical and educational uses of AI beginning in 2027-28; HB 2895, allowing Native American language proficiency to satisfy a world language graduation requirement; HB 2383, renaming trampoline court safety legislation as Ty’s Law; HB 4109, requiring school district public safety policies, notifications, and annual reporting after serious violence or weapon incidents; HB 2376, appropriating $40 million for the school safety program; and HB 2380, requiring public access to board meeting materials and tighter rules on out-of-state travel. HB 4043, HB 2895, and HB 2383 all received unanimous or near-unanimous do pass recommendations, while HB 4005, HB 4109, HB 2376, and HB 2380 each advanced on 4-3 votes, with some members citing concerns about unfunded mandates, criminal penalties, local control, or the scope and timing of required disclosures.

Transcript Highlights:

• In first grade, I couldn't figure out how letters and sounds worked together.
• It's a first-grade book. My favorite book is called Pax.
• I am Diana, and I am the Spanish component of the first-grade dual-language class.
• I am Diana Arenas, the Spanish component of the first-grade dual-language class.
• , I didn't pull out the first grade for this.

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• Representative Mueller said the kindergarten and first grade early reading screening from spring 2024
• We’re talking about kindergarten, first, second, and third grade.
• first second and third<00:44:36.119><c> grade</c><00:44:36.800><c> that's</c><00:44:37.000><c> what<
• second third grade Kindergarten first second third grade learning<00:45:23.280><c> how</c><00:45:23.440
• It was in our building, and I always appreciated it as a first-grade teacher and saw good results from

Keywords: 1183, house

Transcript Highlights:

• </c> for that school and that grade. for that school and that grade.
• Balboni: Accepted in third grade, it's assuming I'm going to stay there for fourth grade.
• </c> children go to seventh grade children go to seventh grade um<00:27:34.320><c> students</c><00:27
• sixth grade to seventh grade,<00:28:39.320><c> and</c><00:28:39.400><c> that's</c><00:28:39.560><c> it
• this part of the we first I first opened this part of the conversation.<01:00:29.000><c> Then</c><01

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.